• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.272-280
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• 2004

전통적인 수학교육은 간단한 수학적 사실을 이해하고 활용하는 측면에 있어서는 효과적일 수도 있지만, 수학적 개념, 원리, 법칙을 학생 스스로 탐구, 발견하고 창조하는 능력을 기르는 데는 적절하지 않다. 이러한 능력을 기르기 위해서는 학생들 스스로가 관찰, 조작, 분석, 종합하는 활동을 강화할 필요가 있다. 구체적 조작물을 학습도구로 활용하는 경우, 수학 학습에 대한 흥미와 자신감을 길러 주고, 자신의 수준에 맞는 내용을 자기 주도적 학습을 통하여 성취감을 가지게 하며, 학생 스스로 탐구 활동을 활발히 하는데 도움이 된다. 삶의 질이 급격히 향상되는 정보사회에서는 사이버 공간의 등장으로 공간감각 기능의 필요성이 더욱 절실한 바, 현행 수학교과서에서 제공되는 각종 공간 도형들은 3차원 공간에서 이루어지지 않고 평면도형으로 처리함으로써 아동의 도형인지 능력 향상에 큰 효과를 기대하기 어렵다. 이에 본 연구에서는 아동의 인지발달 단계를 고려, 도형인지능력 향상을 위한 선 및 점대칭 관련 동기유발, 선수, 기본, 보충, 심화, 평가, 도움말 관련 프로그램을 개발, 적용한 결과 학습자의 동기가 유발되고, 도형 인지능력 향상에 유의미한 결과를 얻었다.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.6
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• pp.355-364
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• 2018

The objective of this study is to conduct basic research for the development of programs for improving university students' communication competence. As such, it seeks to determine if positive psychological capital can mediate the relationship between the geometric psychology type and communication competence. To that end, 321 Korean university students were surveyed using a questionnaire, and the data underwent scale reliability analysis, regression analysis, and path analysis. Regression analysis revealed the consistent regression results of variables, including geometric psychology type, positive psychological capital, and communication competence. Path analysis confirmed that positive psychological capital mediated the relationship between the geometric psychology type and communication competence, and the results suggested different patterns according to type of geometric psychology. The circle type mediated the sub-variable resilience vis-a-vis communication competence, and directly influenced the latter. The triangle type mediated the sub-factors of positive psychological capital - self-efficacy and resilience -vis-a-vis communication competence, and thus influencing the latter. The square type mediated the sub-factor of positive psychological capital - self-efficacy - vis-a-vis communication competence, and directly influenced the latter. The S type did not mediate positive psychological capital vis-a-vis communication competence, but directly influenced the latter. Thus, considering the above findings, in order to develop university students communication improvement programs, programs should be developed with the application of positive psychological capital considering geometric psychology type.

• Education of Primary School Mathematics
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• v.20 no.2
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• pp.163-175
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• 2017

The purpose of the study is to identify the effect of length and right angle indication on the understanding of the concept of the figure when presenting the task of classifying the plane figures. we recorded thirty three 4th grade students' performance with eye-tracking technologies and analyzed the correct answer rate and gaze duration. The findings from the study were as follows. First, correctness rate increased and Gaze duration decreased by marking length in isosceles triangle and equilateral triangle. Second, correctness rate increased and Gaze duration decreased by marking right angle in acute angle triangle and obtuse triangle. Based on these results, it is necessary to focus on measuring the understanding of the concept of the figure rather than measuring the students' ability to measure by expressing the length and angle when presenting the task of classifying the plane figures.

• Journal of the Korean School Mathematics Society
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• v.13 no.4
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• pp.655-678
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• 2010

In the elementary mathematics, geometric education emphasize spatial sense and understandings of figures through development of intuitions in space. Especially space visualization is one of the factors which try conclusion with geometric problem solving. But studies about space visualization are limited to middle school geometric education, studies in elementary level haven't been done until now. Namely, discussions about elementary students' space visualization process and methods in plane or space figures is deficient in relation to geometric problem solving. This paper examines these aspects, especially in relation to plane and space problem solving in elementary levels. First, we investigate visualization methods for plane problem solving and space problem solving respectively, and analyse in diagram form how progress understanding of figures and visualization process. Next, we derive constituent factor on visualization process, and make a check errors which represented by difficulties in visualization process. Through these analysis, this paper aims at deriving an influence of visualization on geometric problem solving in the elementary mathematics.

• Education of Primary School Mathematics
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• v.16 no.2
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• pp.107-122
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• 2013

The purpose of the study is finding the effective teaching and learning methods on the concepts of figures through exploring the change of students' cognitive structures before and after the peer teaching activities. The difference of the peer teacher's and student's cognitive structures was investigated for the activities. Three teams, six students of 5th grade, were selected from the S elementary school in Boyeon. To figure out the students' cognitive structures, pre and post in-depth interviews were conducted and analyzed. Both peer teachers' and learners' cognitive structures were changed. Peer teachers' cognitive structures were changed more positively than peer learners. A consistent systematic planation and continuous teacher support and effort are needed for the activities.

• Communications of Mathematical Education
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• v.38 no.2
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• pp.247-261
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• 2024

This study propose the educational potential of an activity that solves the task of one-stroke drawing of complex figures using a drag-and-drop type educational programming language such as Scratch. The problem of determining whether a given shape is capable of one-stroke drawing is a separate problem from actually finding the path of one-stroke drawing and implementing it through programming. In particular, finding a path that allows one-stroke drawing of complex shapes with regularity and implementing it through programming requires problem-solving capabilities based on the convergence of various mathematical knowledge. Accordingly, in this study, problems related to one-stroke drawing concerning polygon-related shapes, tessellation-related shapes, and fractal shapes were presented, and the results of one-stroke drawing programming of the shapes were exemplified. In addition, the mathematical knowledge and computational thinking elements necessary for the solution of the illustrated problem were analyzed. This study is significant as a new example of the mathematics education that combines mathematics and information.

• 한국노년학
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• v.40 no.2
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• pp.325-340
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• 2020

Early diagnosis and intervention of dementia is critical to minimize future risk and cost for patients and their families. The purpose of this study was to develop and validate Figure-Copy Test(FCT), as a new dementia screening test, that can measure neurological damage and cognitive impairment, and then to examine whether the grading precesses for screening can be automated through machine learning procedure by using FCT imag es. For this end, FCT, Korean version of MMSE for Dementia Screening (MMSE-DS) and Clock Drawing Test were administrated to a total of 270 participants from normal and damaged elderly groups. Results demonstrated that FCT scores showed high internal constancy and significant correlation coefficients with the other two test scores. Discriminant analyses showed that the accuracy of classification for the normal and damag ed g roups using FCT were 90.8% and 77.1%, respectively, and these were relatively higher than the other two tests. Importantly, we identified that the participants whose MMSE-DS scores were higher than the cutoff but showed lower scores in FCT were successfully screened out through clinical diagnosis. Finally, machine learning using the FCT image data showed an accuracy of 73.70%. In conclusion, our results suggest that FCT, a newly developed drawing test, can be easily implemented for efficient dementia screening.

• School Mathematics
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• v.15 no.4
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• pp.847-866
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• 2013

The purpose of this study was to analyze students' various solution methods revealed in the lessons of finding out the area of plane figures, and to explore instructional implications on how to draw meaningful formalization out of such multiple methods. The teacher in this study tended to select a few solution methods that were easy for students to understand and to induce formalization. An analysis of students' solution methods and the process of formalization showed that students need to understand what parts of the length of the given plane figure they should know, and to identify the base, height, and diagonal line of the figure. The analysis also showed that it was effective to choose the solution methods that were used by many students and that could be easily transformed into a concise formula. Based on these results, this paper provides instructional suggestions for a teacher to orchestrate classroom discussion toward formalization based on students' multiple solution methods.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.34 no.8
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• pp.95-104
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• 2018

This thesis aims to determine the size of the rear garden and its architectural dimension at Gyeongbok Palace constructed during King Gojong's reign by analyzing Bukgyeol dohyeong(Site plan of Gyeongbok Palace) and Bukgyeol huwon dohyeong(Site plan of Rear Garden of Gyeongbok Palace) applied of scale unit and made from 1905 untill 1909. The results of this study were as follows; With respect to its site, the maximum horizontal length is estimated to be around 448m, the maximum vertical length is around 544m, and the entire area is around $203,905m^2$. Concerning the architecture, the total number of the buildings made up of one or more gan(間) is 32 and the total number of its gan is 292.5, etc.

• Communications of Mathematical Education
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• v.21 no.3
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• pp.451-466
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• 2007

Geometry in school mathematics is the field that has the possibility of diverse approach such as Synthetic Geometry and Analytic Geometry. Synthetic Geometry is handled in middle schools and Analytic Geometry in the first year of high schools. Therefore, this research show for the possibility of using Synthetic Geometry in high schools which was learned already in middle schools and the way of integrating both of them concretely. This is expected to help students understand the mathematical meaning of figures a lot.